IALAhttps://learningalternatives.net
The International Association for Learning AlternativesSat, 22 Jul 2017 00:44:52 +0000en-UShourly1https://wordpress.org/?v=4.8.5Videos of New Types of Schoolshttps://learningalternatives.net/weblog/post/1577/
Thu, 06 Jun 2013 19:14:38 +0000http://learningalternatives.net/?p=1577A ten part set of short videos (about ten minutes each) describe Mission Hill K-8 School in Boston, an elementary school founded by Deborah Meier. The school a part of the Boston public school has greater decision making authority as a “pilot” school and emphasizes democratic principles. The video series, A Year at Mission Hill gives insight into a highly regarded elementary school in many facets of its operation through videos taken throughout the year in real-time settings.

While not exclusive to secondary schools, a fabulous video resource is Design Essentials by EdVisions in Minnesota. These numerous short YouTube hosted videos address topics such as: advisory program, project-based learning, community resources, self-directed learning and authentic assessment.

Both of these resources serve professional development and do-it-yourself needs and are highly recommended for progressively minded people.

]]>Could Students Design Their Own Education?https://learningalternatives.net/weblog/post/1560/
Mon, 18 Mar 2013 17:53:44 +0000http://learningalternatives.net/?p=1560An article in the Washington Post describes a high school pilot program (school within the school) where students were given total freedom to decide and implement their education. The students describe the program’s operation in a video. They describe greater dedication, engagement, interest and energy in self-selected areas of interests, skills and competencies and as a result more learning at a faster pace as seen in The Independent Project video.

This self-directed learning concept finds expression over a long period of time in such places as the Sudbury Valley Schools where during five decades K-12 students have determined their entire education apparently with good results and by the recent replication of 22 Sudbury schools in the US and 14 schools in other parts of the world.

A la carte schools allow students to build a personalized curriculum by choosing from 1,000s of courses and vendor programs.

Another example is the concept of unschooling, somewhat related to homeschooling described as “Unschooling places little emphasis on traditional school curriculum and encourages children to learn through their natural life experiences including play, game play, household responsibilities, personal interests and curiosity, work experience, travel, books, elective classes, family, mentors, and social interaction.”

These examples fly in the face of conventional predetermined curricula that trumps personal direction. Might these examples provide clues to break the precipitous decline in student engagement as shown in a Gallup poll of 500,000 students?

]]>Expanding Choiceshttps://learningalternatives.net/weblog/post/1512/
Mon, 09 Apr 2012 21:06:12 +0000http://learningalternatives.net/?p=1512IALA promotes learning alternatives for all. One size education does not fit all: therefore, options must be made available. That’s the direction for the future. Here are two resources highly supportive of that aim.

The Brown Center on Educational Policy at the Brookings Institution has published “Expanding Choice In Elementary and Secondary Education: A Report on Rethinking the Federal Role in Education,” a 31 page report. It says, “The types of school choice now available include choice among traditional public schools within districts (intra–district choice), choice between school districts (inter-district choice), charter schools, school vouchers, virtual schools, and finally, the oldest and most pervasive form of school choice–choice of school when selecting one’s residence.” The report describes each of these with pros and cons. The report recommends expanding choices so that all parents of school-age children have options to better meet needs and values. This requires more choices and well designed information systems. “The reauthorization of ESEA should incentivize districts to establish open enrollment plans such as those currently in place in New York City and Boston.” A well-written valuable report with references.

Also noted is the National Center on School Choice at Vanderbilt University. Their federally funded work appears to be primarily the publication of scholarly papers and books on the topic.

IALA promotes giving schools greater autonomy over program, staffing and budget; multiple measures for gauging program effectiveness; flexible licensure; and, pilot programs as a way of supporting innovation. See position paper.

]]>Competencies for Teaching and Learninghttps://learningalternatives.net/weblog/post/1498/
Thu, 22 Mar 2012 03:35:15 +0000http://learningalternatives.net/?p=1498A major option has arose around the concept of competencies for both teachers and students. For decades, the greatest underlying debate over the direction of education has been subject matter mastery versus competencies for life. For example, it is argued that mastery of social studies, math, science and language arts will produce a successful adult. The national Common Core Standards supports this approach. The competency approach says to spell out competencies of a successful person and then teach those competencies through various learning experiences. Of course, there would be considerable overlap in what these two school approaches would do but the underlying philosophies and purpose are quite different. A considerable body of research, such as the Eight Year Study, supports the competency approach.

One well-developed plan describes the teacher competencies for a progressive school and how to assess competence. This is a document on our website and available for all to use.

]]>Learning Not Schoolinghttps://learningalternatives.net/weblog/post/1469/
Fri, 02 Mar 2012 15:06:14 +0000http://learningalternatives.net/?p=1469Don Glines, who has the premier book on educational alternatives (available in our store), has written Declaring War against Schooling: Personalized Learning Now. Dr. Glines has distilled 50 years of his forward thinking and practice into this profoundly important work. He finds that research supports radically different kinds of schools. In fact, the word “school “carries the baggage of obsolete beliefs and sets us on the wrong path of trying to fix it. He emphasizes starting with learning, a human trait, to design optimal conditions rather than just repairing what we now have. Don is also famous for having directed the Wilson campus school during the 60s and 70s, seen by many as the most innovative school in the nation, then and since. A videotape of that school is also available in our store.
]]>Institute for Democratic Education in Americahttps://learningalternatives.net/weblog/post/1459/
Tue, 20 Dec 2011 02:54:24 +0000http://learningalternatives.net/?p=1459A fairly new organization the, Institute for Democratic Education in America identifies critical areas for learning that “equip every human being to participate fully in a healthy democracy.” Their website urges reinventing education strategically, collaboratively, and sustainably. It offers examples, links, definitions, invitations to become involved and a host of resources. Clearly, an up-and-coming organization bound to have an impact on public education.
]]>School Choice Necessary for Educationhttps://learningalternatives.net/weblog/post/1454/
Tue, 20 Dec 2011 02:02:58 +0000http://learningalternatives.net/?p=1454The Brown Center on Education at Brookings published a system for ranking school districts on how much choice of educational programs is afforded children. They argue that options are necessary and valuable in an article and short video. Their rank of 25 large cities on 13 criteria ranges from grades B to D. Their booklet Expanding Choice in Elementary and Secondary Education argues that the government should as a matter of policy provide choices for every child.

IALA espouses this policy as its core mission.

]]>Social and Emotional Learning Impacthttps://learningalternatives.net/weblog/post/1430/
Mon, 12 Sep 2011 15:52:06 +0000http://learningalternatives.net/?p=1430CASEL, the Collaborative for Academic Social and Emotional Learning has promoted a thorough study, “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions,” on the impact on social and emotional learning. Encompassing 213 studies involving 270,000 students, the authors find significant impacts from practices not only on academic learning but also empathy, decision-making skills, conflict resolution skills, health, school behavior, high-risk behavior, work ethic, and ultimate school success.

CASEL promotes the development of five interrelated sets of cognitive, affective, and behavioral competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The result: A shift from being predominantly controlled by external factors to acting with internalized beliefs and values, caring and concern for others, making good decisions, and taking responsibility for one’s choices and behaviors.

]]>Online Learning Resourceshttps://learningalternatives.net/weblog/post/1420/
Fri, 27 May 2011 04:21:49 +0000http://learningalternatives.net/?p=1420Online learning, virtual schools, cyber schools, blended learning terms apply to the fastest growing area of learning alternatives, both K-12 and higher education. The International Association for K-12 Online Learning (iNACOL) a nonprofit representing 3,800 members tracks advocacy, networking, professional growth and research areas. They provide or list webinars, conferences and news.

Besides full time programs, blended learning programs are increasingly found in almost all high schools in the nation and now spreading to middle and elementary schools. This describes students taking regular courses along with one or more online courses for credit endorsed by their school. A new 178 page report “The Rise of Blended Learning: Profiles of Emerging Models” by the Innosight Institute describes 40 blended learning organizations and 48 different models.

From IALA’s standpoint, this is an overdue but welcome affirmation of our position that all students should have a choice of distinctively different programs.

]]>Whyville, Home to 6 Million Studentshttps://learningalternatives.net/weblog/post/1392/
Tue, 03 May 2011 21:36:01 +0000http://learningalternatives.net/?p=1392The developer in 1999 of Whyville, Dr. James Bower gives a delightful talk entitled, The Death of Textbooks, Emergence of Games in a little over an hour webinar and describes the fascination young students have with creating an alter ego (avatar) and a whole new world to shape and manipulate. Whyville now attracts 5,000 teachers and some 6.8 million kids as young as age 4 with 78% girls, even some senior citizens. Use of the program develops all sorts of skills and knowledge normally taught in classrooms via teaching and textbooks. This astonishing program doesn’t replace schooling but augments learning through deep engagement. This is a likely future part of education and has considerable support from foundations and businesses.

Take the time with this webinar to consider the impact of this rapidly growing segment of computer use. The implications may blow your paradigms.

]]>Pathways to Prosperityhttps://learningalternatives.net/weblog/post/1388/
Tue, 03 May 2011 21:00:42 +0000http://learningalternatives.net/?p=1388Pathways to Prosperity Project based at the Harvard Graduate School of Education released a major new report examining the reasons for our failure to prepare so many young adults, and advancing an exciting vision for how the United States might regain the leadership in educational attainment it held for over a century. Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century contends that our national strategy for education and youth development has been too narrowly focused on an academic, classroom-based approach.

This pathways system would be based on three essential elements. The first is the development of a broader vision of school reform that embraces multiple pathways to help young people successfully navigate the journey from adolescence to adulthood. The report contends that at present, we place far too much emphasis on a single pathway to success: attending and graduating from a four-year college. Yet only 30 percent of young adults successfully complete this preferred pathway. Meanwhile, even in the second decade of the 21st century, most jobs do not require a bachelor’s. The report notes that while the United States is expected to create 47 million jobs in the 10-year period ending in 2018, only a third of these jobs will require a bachelor’s or higher degree. See reference for other points.

]]>How To Videos: Extraordinary Resourcehttps://learningalternatives.net/weblog/post/1364/
Sun, 13 Feb 2011 02:18:28 +0000http://learningalternatives.net/?p=1364EdVisions Schools have made their Design Essentials videos available to all. These are profoundly helpful in seeing how a variety of educational practices are conducted in project-based learning and non-course based schools or others moving toward student-centered learning. Here are examples from the category Self-Directed, Project-Based Learning:

The Design Elements professional contributions shows student-centered learning in action, the best I have seen! Thanks to the award winning New Country High School and Avalon School students and staff for their exemplary videos.

“Online learning is sweeping across America. In the year 2000, roughly 45,000 K–12 students took an online course. In 2009, more than 3 million K–12 students did. What was originally a distance learning phenomenon no longer is. Most of the growth is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America’s education system by serving as the backbone of a system that offers more personalized learning approaches for all students.”

Blended learning is defined as any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. The report describes six types of blended learnings commonly used in schools.